Executive Summary

Introduction

This report presents an overview of e-learning performance framed in a methodology designed to assess process capability. The approach used is designed to be independent of technology and pedagogy decisions,focusing rather on the ability of an institution to deliver e-learning in a high-quality and sustainable way. The methods used are based on the theoretical work of Marshall and Mitchell (2002; 2003; 2004) and are outlined in detail in the Methodology section below. This research is supported by the New Zealand Ministry of Education Tertiary E-Learning Research Fund.

This is an executive summary of the research reported in the complete project document available from the Victoria University website. The information presented in the body of the complete report includes a comparison across the New Zealand publicly funded tertiary sector. Using the e-Learning Maturity Model (eMM) framework, the report provides a high level overview of e-learning capability across the sector. It is important to emphasize that the analysis presented is dependent on the materials provided by each institution. This material was supplemented by publicly available material such as websites, policies and enrolment packs, but the self-selecting nature of the projects selected for detailed examination (see the Methodology section, page 12, for details) means that some bias may be present.

It should be noted that this research does not publicly identify any participating institution. The reports provided to participants are confidential to them. This work is not an attempt to rank New Zealand institutions but rather to provide guidance both at an institutional and sector-wide level for improving the quality and sustainability of e-learning. To that end, no attempt has been made to either order the results or assign numerical values to the overall performance. Instead, each section will note in general terms the characteristics observed both in practice and at a policy level that might be said to be exemplars nationally.

This study uses the practices and processes outlined in Marshall and Mitchell (2004). These were formulated from the well-regarded ʻSeven Principlesʼ (Chickering and Gamson, 1987; Chickering and Ehrmann, 1996) and the ʻQuality on the Lineʼ benchmarks developed for and promulgated by the Institute for Higher Education Policy (IHEP 2000). These are widely cited and regarded as useful for assessing the educational effectiveness of e-learning.

This report is divided up into three main sections. The first section, starting on page 5, provides an overview of the results for the New Zealand tertiary sector that are based on the detailed analysis conducted. This includes observations of relative strengths and weaknesses as well as suggestions for improvement.

The second section, starting page 12 of the report, covers the methodology used in detail, including the underlying research and background to the project.The final section, available in the complete report, contains detailed, process by process, results for the institutions obtained by this research.

This includes the background justification for each process, indicators of capability, exemplars of best practice as well as detailed comments on the New Zealand tertiary sector capability in each process.

Acknowledgements

A large body of research such as this is dependent on the support and assistance of a number of people. Most importantly are the staff of the various participating institutions who generously gave of their time in the completion of the questionnaires. While you cannot be named, your assistance was vital for the success of this project and is much appreciated; it is hoped that the outcomes of the analysis are of value to your institution.

The model owes much to the work of Dr Geoff Mitchell and his contribution and ongoing friendship remain key to the ongoing research. Also important was the contribution made by the two research assistants, Charlotte Clements and Darren Hoshek.

The support of the New Zealand Ministry of Educationʼs Tertiary e-Learning Research Fund and staff in enabling this research is acknowledged with gratitude.